Redesigning Desmos
Research and redesign for a graphing calculator web application to improve student engagement and learning
Scope
Time: 6 weeks
Team: Individual project
Methods: Literature review, experiment, interviews, affinity mapping
Tools: SPSS (statistical analysis)
Desmos is an online graphing calculator tool that enables users to create graphs and plots from linear equations and inequalities. The application has a space dedicated for using the calculator in the classroom - where instructors can view students’ work in real time. The tool was being used as an aid for in-person classes for a freshman quantitative reasoning course at my university.
As a teaching intern for this course, I noticed that once classes went online due to the pandemic, engagement in classes and with the tool declined. After noticing the same patterns over the next few semesters, I conducted research to understand why this was happening. My goal was to come up with solutions that would improve student engagement in classes and with Desmos.
Overview
What
I conducted qualitative and quantitative research to understand the way students use the graphing calculator tool Desmos in their classrooms.
Through primary research and redesign suggestions, I aimed towards increasing student engagement with the tool.
Why
With the shift in education modalities due to the pandemic, there was a stark decline in class performance - attendance dropped by 20% and the number of students failing the course doubled. Along with this, the use of Desmos faced many barriers in the online setting. I felt it was important to understand how we can make the engagement and usability of Desmos better in the context of online education.
How
I conducted a control group experiment to test the efficacy of the tool online. Further, to understand pain points, I conducted interviews with students and the professor.
I then suggested design changes by creating and redesigning screens.
The Problem
Students found it difficult to focus in class and understand mathematical concepts through remote learning.
Secondary Research
To understand the problem space, I first conducted secondary research and a literature review to further understand the problem space.
My secondary research gave me the following insights that helped me solidify and plan my research process:
Narrow down the problem space
Mathematical concepts are complex, and students usually go about different ways to understand them. I will have to narrow down my problem statement and focus on one concept.
Focus on application to real life problems
A primary issue with mathematical learning in India currently is the ability of students to apply classroom learnings to practical, real-life situations.
Mathematical tools are not usable remotely
Most of the mathematical tools available for practical learning cannot be used online. Only a few applications such as Desmos and Geogebra could be used in a remote setting. Thus, replacing Desmos with another tool was not an option for the class.
At that point, classes were being conducted completely online, where the students and the instructor were logged into a Zoom meeting. This was the first time Desmos was used in an online setting in this class. The instructor shared their screen while using the application and the students were expected to follow the activity on their own devices. Desmos was a part of the class curriculum; thus, I designed my research process by keeping both the students and the instructors as stakeholders.
Research Methods
Control Group Experiment
To check the influence of the tool while controlling external factors, and compare it with a control group.
Student Interviews
To gain a deeper, qualitative understanding to problem, which helped me understand the key pain points.
Faculty interview
To ground my solutions in the classroom expectations
Control Group Experiment
To understand whether Desmos helps students understand the concepts better, I conducted a control group experiment.
PROCESS
Experiment Process
ANALYSIS
The scores were analyzed using a T-test in SPSS.
T-test results
Analysis of Means across Test Conditions
The results showed a significant difference in the post-intervention tests of the two groups. The pre-intervention test results were similar, which shows that using Desmos had a significant impact on the students' test scores.
However, students were still not using the tool outside of classrooms, and in-class engagement with the tool was still low. To understand why this was happening, I decided to focus on the users' pain points while using the app and get a deeper understanding of the way the application is used in class.
Student Interviews
To get a better understanding of why students were not using Desmos, I decided to take a more qualitative approach. I conducted semi-structured interviews with seven students who were allotted to the experimental group. Since the experiment required active engagement with Desmos, I could verify that these students knew the functioning of the application well. I chose to interview them since they had the experience of using the application both in their classes and in the experiment.
“It could be a force of habit but we usually just get on a call and do the work together. The app was really helpful, but I would rather just stick to doing the problems with my friends.”
Faculty Interview
"Desmos would be a really helpful tool if students practice it outside of class. Currently I can see them lose interest in the class because they won't be using the tool after the sessions."
I also conducted an interview with Dr. Sumithra Surendralal, a mathematics and physics professor who conducted the quantitative reasoning class. The interview was focused on the issues in online mathematical learning through Desmos has and her rationale behind using the app in the classroom. This gave me insight into what is expected of the students when they use Desmos.
Key Insights
STUDENTS
01
Unable to practice extra problems
For the students, using the application outside of class meant practicing extra problems. The lack of problems on the web application deterred them from using it.
02
No way to discuss or brainstorm together
Most view the application as an isolated way of learning - they are unsure whether they are doing the problem correctly, but have no one to discuss it with.
03
Difficult to understand how the calculator works
The students were unable to fully comprehend how changes in the written equations translated to their graphical representations. They needed guidance from the professor or peers for this.
FACULTY
01
Students are unable to follow instructions in class
Due to remote learning, it is difficult to help students learn how to use the app during class. Given the time constraint, the professor is only able to go over the basics. Without accurate guidance students will not use the app outside class.
02
Students need to use the tool independently, outside class
Since students are not using the app outside of class, they are not able to independently work out problems in an applied manner. This reduces the impact of the tool as the goal of using it is not achieved.
Design Objectives
On the basis of the insights from my research, I devised a set of design principles that informed my re-design process.
Make application more self-directed
Insights used:
-
Students are unable to practice extra problems.
-
The tool is not impactful if it is not used independently.
The test practice section of the app only allows students to access a graphing calculator which can then be evaluated by the teacher. The app does not have a functionality that lets students solve problems on their own. Guided problems that students can practice on their own will help students engage with the application independently, without it being a school requirement.
The current practice test section only opens up a grahing calculator, without any questions or practice material
Add explanations
Insights used:
-
Students face difficulty in understanding how the symbolic equations are translated into graphical representations.
The Desmos graphing calculator is one of its biggest selling points. However, the page lacks any form of explanation of how the the graphs are formed or what causes changes in the graphs.
Current graphing calculator does not provide explanations of the graphs are made.
Enable collaborative learning
Insights used:
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Students found using the app an isolating experience
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They usually solve problems together.
The application does not allow students to interact or discuss questions with each other. Enabling such a feature within class activities (pages shown above) will increase engagement on the application and will enhance user experience.
The current student center only includes problems provided by the teacher, making the learning process isolated
Proposed Changes
REDESIGN
Explaining graph building
The prompts will enable students to understand how the symbolic equations are translated to graphical representations and what factors cause a change in these graphs.
FEATURE ADDITION
Discussion Forums
Adding a discussion forums will enable students to discuss the problems together and help each other out. They can make sub-forums to discuss specific concepts.
FEATURE ADDITION
Self-directed Practice
Adding a space for students to practice new problems will make the application more engaging. Students will be able to use it outside of class sessions and learn independently.
Reflections